I started off by asking the students what their names were, then I introduced myself. I had my laptop in front of my lap, I found that very difficult to read the powerpoint to the students. I had to monitor and adjust by holding the laptop up and to the side, so that I was able to read it. After I went through the powerpoint one student informed me that they had not learned about weathering and erosion yet. I took that time to ask them what they thought it was after seeing the powerpoint. One student asked if the playground was an example of erosion. We had a whole conversion over the playground being an example of human activity erosion, they students thought that was the neatest thing, that I incorporated their playground into the lesson. I had to become flexible when it came to my materials for my lesson. I had planned on using droppers for the water activity, but the water droppers I had bought new, were somehow dry rotted and I had to use spoons.
I explained to the students when I got to the materials side on the powerpoint that we would be using the spoons and not the droppers. I was worried they would be upset, but they were excited to scoop the water up with spoons. I explained to the students to take the Q-tips and rub against the cookies to act as wind. The students took the Q-tips and rubbed very hard, so hard that they bend them and made the cotton come off the ends. The toothpick activity went the smoothest of the three. The students all crumbled up their
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Teaching Strategies: Use the rice or sand to hide the objects, with the spoons and magnifying glasses have the kids look for the leprechaun’s gold, or find four leaf clovers.
(2.3) Throughout the session I posed and received questions on all parts of the session including the preliminary points. I listened to the entire question and ensuring that I understood before giving a considered answer. Further emphasis was placed on the learners to ask questions by adding the point to the ground rules during the preliminary stage of the session. After giving an answer I further backed up the answer by restating the initial information from the PowerPoint. Prior to advancing a slide a further opportunity was given for the learners to ask questions. Although no further needs were stated within my session I feel that I would have been able to adapt the session as necessary if required
Within the session itself I will use power point, incorporating photos and videos. I will then do a practical presentation, initially with no explanation then I will repeat the demonstration with explanation. Finally I will ask the student to demonstrate the skill, providing the commentary. The teaching technique is known as EDIP, explanation, demonstration, imitation, practise.
Tell students that you are going to read a story to them that involves states of matter such as water, fog and ice. Tell them that it is graphic novel and that you will show them the pictures under the document camera. Tell students that they can raise their hands, and notify the class when any state of matter is mentioned or referred to in the story. Tell the class that when this happens they can check their word maps to see if it is something new that they can add.
Putting power point together- I dont know what your use doing or want to do. Last class we turned in our information on a word document to a person on the team. She than cut and pasted each of our information with correct references and pictures if there were any to the slides and cleaned it up and organized it.
The method of the presentation is putting the materials on the round table. Then call the children to sit around the table. Tell the children we are going to make Oobleck. Before doing the presentations is asking the children if we mix corn starch and water is it going to be liquid or solid. Then let the children predict. Show the children how to make the Oobleck. After when the children have their predictions on the Oobleck let the children make the Oobleck. after they are done making the oobleck let the children touch the oobleck so they can observe if the oobleck is liquid or solid when they touch it. Then ask children if the Oobleck is liquid or solid when they touch it.
Furthermore, while students were touching and experimenting the mixture, I was around them asking questions such as, what do you think? Is ooblick solid or liquid? How can you tell? Can you roll the substance into a ball? How does the substance feel? Or describe in your own words how does the substance look like. The strategy of asking meaningful questions while students were exploring the mixture made the learning experience more meaningful. Before writing the driving question on the board I played a YouTube video of the book by Dr. Seuss, called “Bartholomew and Ooblick.” It was a long story. Hence, it made it difficult to keep students fully engaged. Next time around I plan on renting the book and reading to students. I enjoy reading to children and I’m a very interactive reader, so that won’t be a
For the first presentation, I was partners with Maddi and we conducted a lifeboat simulation to demonstrate the discrimination people face based on diversity and primary judgement. I really enjoyed watching everyone in the group share their input. I also loved how people allowed others to speak up as this does not always happen during normal class time. It was cool to see how similar our class is to the other groups I have seen attempt this task. Asking how far along in the pregnancy the woman was happened near the beginning of the exercise as well as other things like putting women and children on the boat first. I was also proud that they thought about how helpful certain people would be if something were to happen. These specific individuals
I walked around the room to help them and keep them on task. One student was struggling on finding the asymptote of an equation. He had graphed the equation and knew it had a slant asymptote, but didn't know how to find it. I told the student he needed to use long division to figure it out. I decided to do an example on the board for all of the students since the others said they didn't remember how to do that. One student in the class who did remember how to find these helped his classmates, which I thought was very
Conversely, it was not going well at the start of the activity because Jenny tried to create mixture colours then the mixture colours became dark coulours which could not see whether the second layer was sits on the bottom layer. This mistake would not happen in the future as I will show the children the way to do this activity and they can practice by themselves. At last, it is important to find an experiment that children feel interesting so they would engage within the experiment. In contrast, students will fail to learn if they feel disinterested, tired and scared in a science inquiry
I really appreciate you sharing this fun and educational way to teach the students and get them engaged in the classroom. Children enjoy learning, but sometimes it can be a little overwhelming for them if they see it as school work all the time, but by implementing different things that they are familiar with and love such as popsicles their learning experience becomes fun. What an exciting way to involve the whole class, this include those student that are too shy and who sometimes prefer not to participate. I read an article that provided ideas to get the child to read in the classroom using popsicle and it was to give each child a popsicle stick as they line up to exit the classroom, the teacher would call the student and choose to
We could also make a reference poster, so that the children can periodically look back to that poster in case they get confused about a certain item. When presenting, we should try to actively engage our audience. The first question should be something along the lines of, “What is a battery?” or “How does a battery work?” My guess is that this activity can easily become frustrating for participants,
I will use some media such as Projector , whiteboard. My method are I will divide the students to 4 group if I have 12 students. In the beginning of my lesson I will give students a small review about bending process, and then I will tell them story about springback ( What springback did for aircraft ) which is interesting that will push students to like this lesson, and then I will show them the goals that should be achieved by students. Moreover I will explain some of mechanical properties such as ( Plasticity and Elasticity ) to explain these things I am going to bring Rapper and Clay. I am going to explain the curve of stress and strain by easy way. Students will have a golden question in each lesson I am going to do therefore, I will
Give each student a drop of sanitizer and have them meet you at the eno board. Review CHAMPS expectations. Today students are working on finishing their work from Monday. They need to open the PowerPoint program and find their name. They need to have a total of 5 slides (ones, tens, hundreds, thousands, and ten thousands). They are making Frayer models for a number of their choice. See example attached. They need to save before they leave. Early finishers may go to sumdog.com (as long as they are quiet).